Taking care

nov 5 - nov 11, 2020 op-ed carillonregina.com | the carillon | 17 “It’s cool to be kind”: actions, not just words From anxiety to accountability

Do you remember the cheesy phrase our middle school teachers used to say? “It’s cool to be kind.” We heard that, but when we left the classroom, the kids that were “cool” or “popular” were the ones moving on to shove other kids into lockers, corner people in the bathroom, and using derogatory language and slurs on the playground. Meanwhile, that same teacher who was preaching “it’s cool to be kind?” They turned a blind eye and said nothing. I really hope you don’t have this vivid memory from your time in school – but I do.

Racism, homophobia, transphobia, and marginalization of anyone who didn’t fit the social “norm” has become a defining trait of the small town (and rural area) I grew up in. That makes calling it out super difficult at times.

Raised in a big, blended, bi-racial family where I was the only white sibling, I didn’t see people of colour as separate from myself. What’s more, being in a big Ontario city for my first few years of school meant that diversity was very normal; we learned about an array of religions and traditions, were taught about equality and inclusivity, and I saw all of my peers as equals. None of us were born with a racist worldview. Obviously, racism still exists in big cities, but as a kid it wasn’t so blatant that I couldn’t escape it. When we moved to small town southern Manitoba, however, things changed, and I witnessed a whole new world full of hate and prejudice.

Calling out racism in this environment has been a long journey for me, beginning with a 12-year-old me who joined in with the bullies because I wanted to fit in at my new school, even though the anxiety made me feel physically ill. Now, a 19-yearold me is never scared. I don’t even think twice before calling someone out for using derogatory language or racially profiling someone, regardless of the setting. With practise, these things do become possible.

I have had many conversations with my peers about their choice of language, conversations that, though uncomfortable, are necessary to have. I’ve talked to them about how the “n-word pass” does not exist, how mocking a person’s accent is indeed racist, and that making assumptions about someone strictly based on the colour of their skin is not fair or correct.

These conversations are far too often responded to by even our close friends with: “well, I am not racist,” “it’s just a joke,” etc. People often become very uncomfortable and defensive when you call them out on their racist actions/words, but – Reese Estwick I have found that the conversation can go very differently depending upon how I approach the conversation.

It is important to remember not to alienate people or just make them feel stupid (even if you think they are). I do my best to instead connect with them and explain my family’s experiences. Those experiences can say a lot: the way my little brother, at less than a year old, was called the n-word by an old man, how my dad has faced the horrors of police brutality, and how those events have led to my family members feeling unsafe in their own community. I chose to not show my anger, hurt and sadness, but rather attempt to build a bridge for the person and hope they will become less ignorant. When we have the time and patience to offer in those situations, it can make a difference.

My teacher in school preached that “it’s cool to be kind,” but she did not follow her words with actions. Because of that, a 12-year-old me went against everything I

“A 12-year-old me ... joined in with the bullies because I wanted to fit in ... Now, a 19-year-old me is never scared.”

believed in and the safety of my own family, just to be “cool.” But now, I believe that it is my responsibility as a person of privilege to educate others like me on the effects of their actions and make it known that I am a safe person to be around.

It’s cool to be kind, folks. The true meaning of that phrase is to put it into action.

reese estwick staff writer

Arthur Edelman via Unsplash Sometimes a confrontation being hard shows that it’s necessary.

nov 5 - nov 11, 2020 op-ed carillonregina.com | the carillon | 18 We’re halfway through online classes. They suck. Disconnect between students, professors, and the university

We are halfway through the first semester of online classes due to social distancing, but it has been nothing short of disappointing. This year, “these unprecedented times” – to quote the University’s favourite catchphrase – have been an absolute gong show.

Even before the semester began, I was incredibly disappointed to see that the university chose to keep tuition rates flatlined rather than lowering them to help students. After many students lost summer jobs and internships, it became the rational choice for them to choose to stay working rather than return to school. It’s terribly frustrating to see so many students drop out when they would not otherwise, only because they cannot afford tuition. I understand that it is an expensive building to upkeep, but I have basically been taught by a textbook this year. Being taught through a computer is not translating to quality learning.

I am a complete auditory learner. I really miss sitting in a classroom and engaging with my classmates and professors. I have had some fantastic professors that have encouraged classroom conversation and debate online, but I am also struggling with the classroom disconnect. One of the most important parts of going to school is learning how to socialize with others. I really do not know what it will be like when we return, whenever that is allowed. While I am taught lots of information in a class by the professor, when the classes are in

person I also learn incredible amounts from the student viewpoints and thoughts around me. But now everyone trying to voice their opinions in class results in microphone static and everyone talking over each other, making that kind of collaborative learning impossible.

I am currently taking both synchronous and asynchronous classes, which has only resulted in a clustery mess. My synchronous, live lectures are the ones I am most invested in, because I can attend the Zoom lectures to get a better grip on the material. However, I have come to dislike them because of the feedback I’m always hearing from people leaving their microphones on. Other students and I find ourselves having to interrupt the lecture to get mics to turn off. On the other hand, I enjoy my asynchronous lessons because I have the availability to do them at any time, but I have pulled some crazy late nighters to catch up for an exam the next day. I have also been frustrated with the layout of asynchronous classes, because I always miss crucial information. I am constantly checking the syllabus to make sure I have all my ducks in a row for assignments and tests. I currently have a planner and alarms to remind me of everything I need to get done by the end of the day, week, and month, but it shouldn’t be that difficult to stay on track.

My workload this semester has also been backbreaking. It has been a lot to get through the amount of lecture material and then do the week’s readings. I have probably refilled my printer ink three times this semester, just so I do not have to stare at my computer any longer. That being said, I am grateful to professors who do put the textbook online, and especially to professors who refer to it often – there is nothing more frustrating than buying a one hundred dollar textbook and not using it.

When it comes to midterm season, this has had to be the longest one yet. From the last week in September until the first week of November, I have been bombarded with tests and significant assignments. And something I am noticing that has been missing this semester are outlines for what – Reese Estwick we will be tested on. Just because everything is online does not mean I know exactly what you would like from me on the exam. Getting periodic reminders about what areas to prioritize to achieve a credible mark is what students need to survive and thrive through our courses. When you are throwing a ton of information at students without a break, there needs to be some structure that brings it all together again.

One of the things I hate most about online school is that time just does not feel like it exists anymore. The only thing that matters is absorbing every piece of material and then spitting it back out again. I literally no longer have a schedule I go by. I just go until I get done, whether that be 10 p.m., 2 a.m., or 6 a.m. – I go until I

Thomas Lefebre via Unsplash Clackity clackity clack.

get everything done and then start again. It feels like every week is finals week, but you never finish your finals; you just get more and more work piled on.

As if students do not have to worry enough about, balancing crippling workloads and part-time jobs, students’ private information is also at risk because of the university nanny-cam. The infamous e-proctoring network still does not allow for student success. Incredibly invasive to begin within, it also had its first system breach a week ago, causing anxieties to reach an all-time high for students. Although no information was leaked, who knows what

“I literally no longer have a schedule I go by. I just go until I get done, whether that be 10pm, 2am, or 6am—I go until I get everything done and then start again.

when the next breach may be?

Trying to set healthy boundaries this semester is near impossible. Although I want healthy habits to develop so I can decompress from this work, I do not have time to sacrifice, lest I risk harming my average and falling behind. “These unprecedented times” are complicated, but I am struggling to see when the point is in the future that the university will give some relief to students. Now, with paid parking being implemented once again next week and the work not letting up, I doubt that we will see any university leniency.